Algoma District School Board Assessment, Evaluation, and Reporting

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Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAssessment and evaluation strategies mustbe communicated clearly to students andparents at the beginning of the course(term/year) and at other appropriate pointsthroughout the course (term/year).Principle # 5 – Communication to all partiesmust be timely, appropriate and based onthe Ontario Provincial CurriculumExpectations and the Achievement Charts.Communication strategies must:Principle # 5 – Communication to all partiesmust be timely, appropriate and based onthe Ontario Provincial CurriculumExpectations and the Achievement Charts.Communication strategies must:As part of assessment, teachers providestudents with the descriptive feedback thatguides their effort towards improvement.Teachers must use assessment andevaluation strategies that:• Are based both on the categories ofknowledge and skills and on theachievement level descriptions given in theachievement chart in each curriculumdocument;• Ensure that each student is given cleardirection for improvement;• Address both what students learn and howwell they learn;• Include the use of samples of students’work that provide evidence ofachievement.• Provide clear and age-appropriateinformation about assessment strategiesand evaluation to students at the beginningof each unit of learning;• Provide clear and appropriate informationabout assessment strategies andevaluation to parents / guardians at thebeginning of the year and at otherappropriate times throughout the year;• Provide on-going feedback to all parties(students, parents / guardians, teachersand administrators) regarding attainmentof, and progress towards, theexpectations;• Include the use of samples of students’work to provide evidence of theirachievement.• Provide clear information to students andparent/guardians at the beginning of eachcourse and at other appropriate pointsthroughout the course about assessmentstrategies and evaluation;• Provide feedback to all parties (students,parents / guardians, teachers andadministrators) regarding attainment of,and progress towards, the expectations;• Include the use of samples of students’work to provide evidence of theirachievement.4
Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAll parties must have a clear understandingof the specific roles and responsibilities ofall individuals involved in the assessment andevaluation process (Section 8 of OSS 1999,Program Planning and Assessment, pp. 13-18,Choices Into Action, pp. 26-29, Guide to theProvincial Report Card, and the EducationAct),Teachers must use assessment andevaluation strategies that promote students’ability to assess their own learning and toset specific goals.Principle # 6 Roles in and responsibilitiesfor assessment, evaluation and reportingmust be clearly defined and communicatedto promote understanding by all parties –students, parents/guardians, teachers,administrators, school councils, Board andMinistry.• All parties must have a clearunderstanding of the specific roles andresponsibilities of all individuals involved inthe assessment and evaluation process;• Students, parents, teachers and schooladministrators have significant roles toplay in the assessment and reportingprocess;• All parties must share the responsibilityfor ensuring that assessment andevaluation practices are consistent withthese Principles and Procedures;• Communication must ensure theconfidentiality of individual student datasubject to legal requirements;• Evaluation is the responsibility of theteacher. Students should be givenopportunities to develop skills in goalsetting and self and peer assessment;• Assessment, Evaluation and Reportingpractices must reflect staff collaborationand dialogue regarding consistency andapplication of the Board’s Principles andProcedures.Principle # 6 Roles in and responsibilitiesfor assessment, evaluation and reportingmust be clearly defined and communicatedto promote understanding by all parties –students, parents/guardians, teachers,administrators, school councils, Board andMinistry.• All parties must have a clearunderstanding of the specific roles andresponsibilities of all individuals involved inthe assessment and evaluation process;• Students, parents, teachers and schooladministrators – all have significant rolesto play in the assessment and reportingprocess;• All parties must share the responsibilityfor ensuring that assessment andevaluation practices are consistent withthese Principles and Procedures;• Communication must ensure theconfidentiality of individual student datasubject to legal requirements;• Students should be given opportunities todevelop skills in goal setting and self andpeer assessment, but evaluation is theresponsibility of the teacher;• Assessment, Evaluation and Reportingpractices must reflect staff collaborationand dialogue regarding consistency andapplication of the Board’s Principles andProcedures.5
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